• School Mathematics
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• v.13 no.2
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• pp.345-362
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• 2011

This paper addresses mathematics content knowledge required for teaching in secondary school. Three components of mathematical knowledge are needed for teaching: (i) knowing school mathematics, (ii) knowing process of school mathematics, (iii) making connections between school mathematics and advanced mathematics. We investigated mathematics content knowledge of secondary teachers. We found that secondary mathematics teachers have a lack of understanding in solving realistic problem, reasoning and proof, and making connections between school mathematics and advanced mathematics.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.1-18
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• 2002

거리 수학이 학교 수학에 통합되어 수학 교실에서 지도되고 있는 하나의 예로 어림을 들 수 있다. 학교수학에서 지도되는 지필 알고리즘과는 달리 어림은 대략적인 값을 구하며, 주로 암산으로 수행된다. 그러나 어림은 학생들의 수학 학습과 일상생활에서 많은 유용성을 가지고 있음에도 불구하고 지금까지 수학 교육과정에서는 간과되었으나 최근 들어 강조되고 있는 영역이다. 따라서 본 연구에서는 학교 수학에서 지도되는 어림을 고찰함으로써 거리 수학을 학교 수학에 통합하려는 수학과 교수-학습에 시사점을 제공하는 것을 목적으로 한다. 연구의 목적을 실현하기 위해 거리 수학과 학교 수학을 규명하고, 거리 수학과 학교 수학을 연결하는 다리로서의 어림에 대해서 고찰하였다. 다음으로 초등학교 6학년 학생들을 대상으로 어림 능력 검사를 실시함으로써 초등학교 교육을 통해서 학생들에게 길러지는 어림 능력을 분석하였다.

• Communications of the Korean Mathematical Society
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• v.19 no.4
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• pp.585-599
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• 2004

본 연구에서는 학교수학에서 증명지도의 문제점을 정당화의 측면에서 분석하고, 정당화의 한 방법으로서 확률론적 정당화를 제시하며, 학교수학에서 정당화 지도의 교육적 가치, 정당화 지도의 방향, 정당화 지도의 예와 지도 방법에 대해 논의한다. 이러한 논의에 근거하여 학교수학에서의 정당화 지도의 필요성 및 가능성에 관하여 살펴본다. 본 연구에서 '증명'은 고전적인 의미에서의 증명, 즉 엄밀한(rigorous) 증명, 수학적(mathematical) 증명이고, '정당화'는 기존의 수학적 증명 개념은 물론, 다양한 논증 기법을 포함하는 넓은 의미이다.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.381-405
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• 2015

The nature of school mathematics has not been asked from the epistemological perspective. In this paper, I compare two dominant perspectives of school mathematics: ethnomathematics and didactical transposition theory. Then, I show that there exist some examples from Old Babylonian (OB) mathematics, which is considered as the oldest school mathematics by the recent contextualized anthropological research, cannot be explained by above two perspectives. From this, I argue that the nature of school mathematics needs to be understand from new perspective and its meaning needs to be extended to include students' and teachers' products emergent from the process of teaching and learning. From my investigation about OB school mathematics, I assume that there exist an intrinsic function of school mathematics: Linking scholarly Mathematics(M) and everyday mathematics(m). Based on my assumption, I suggest the chain of ESMPR(Educational Setting for Mathematics Practice and Readiness) and ESMCE(Educational Setting For Mathematical Creativity and Errors) as a mechanism of the function of school mathematics.

• School Mathematics
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• v.3 no.1
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• pp.155-184
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• 2001

• School Mathematics
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• v.15 no.1
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• pp.77-99
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• 2013

The purpose of this study is to develop authentic assessment model of school mathematics completed an integral part of the classroom in the real situation to do authentic assessment about students's mathematics learning ablity. To do this, it is performed literature researches on authentic assessment system of school mathematics, situation cognition class design model, Lincoln & Guba's the forth generation assessment model, NAEP high ability assessment model, Guliker & Bastiaens & Kirschner's authentic assessment model. And it is extracted authentic assessment elements of school mathematics from them, and it is developed authentic assessment model completed an integral part of the classroom in the real situation. This authentic assessment model of school mathematics is confirmed the proper model in assessing mathematical activities and achievement by applying authentic assessment tasks with class's integrated part, and each factor and phase was regarded as the proper thing in the teaching and learning for experts in studies of mathematical education.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.123-137
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• 2014

In this paper, the format of the Korean 2011 & the Japan 2008 elementary school mathematics curriculum are compared especially centered on elements, areas, objectives, and lesson time numbers. Through this comparison, suggestions can be obtained as follows. First, grade-group system which does not meet the actual elementary mathematics education needs to be reconsidered. Second, the area name 'number and operation' needs to be reduced into the area name 'number and calculation'. Third, using the area name 'pattern' needs to be reconsidered. Fourth, using the area name 'probability' needs to be reconsidered. If 'possibility' which some event occurs is seen as ratio, it can be contained area 'quantity relationship'. Fifth, containing the nature of mathematics into the school mathematics objectives needs to be reconsidered. Sixth, it is necessary to enhance the phase of mathematics in elementary education.

• School Mathematics
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• v.10 no.4
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• pp.649-669
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• 2008

The study focuses on what to consider and do for the improvement of math education of Korea by comparing two general high school students' and two specialized high school students' beliefs about mathematics and mathematics learning. The major topics compared in the beliefs are composed of perception of mathematics as a science, learning methods of mathematics. The results of the study show that two general high school students tend to set more low value on mathematics, especially in the value of implement, civilization, utility of mathematics than that of two specialized high school students.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.175-194
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• 2022

This study intends to suggest implications by comparing the high school mathematics curricula between Korea and the UK ahead of the 2022 revision of the mathematics curriculum. The UK has revised assessments to emphasize mathematics after age 16 since 2017. Thus, in this study, the contents of Key Stage 4, Core Maths and A-level, which correspond to the UK high school mathematics curriculum, were examined and compared with Korean high school math subjects. In the UK, mathematics education is more emphasized at the high school level. The national curriculum emphasized 'numeracy and mathematics', and students' selection for mathematics courses were expanded. In order to prepare for the future society, new mathematics subjects and evaluations were developed and implemented, and the A-level mathematics was improved. In addition, the subject-centered content was developed and continuously handled from Key Stage 3 to the high school stage. It was structured to facilitate mathematics' internal and external connection by linking it with the subjects of other areas.

• School Mathematics
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• v.1 no.2
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• pp.699-721
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• 1999